Cognition Behavior
Affect English, students’
confidence was raised, feel enjoy
and happy. importance of
these activities. then they usually
did.
Table 4.6 Preservice Teacher Reflection related to Attitude of a Teacher
Cognition Behavior
Affect
Oct 2
nd
The lecturer did not waste his
students’ time so he started the class
outside while waiting.
Teacher should be sensitive of what
happens in the class. If some
students look tired, teacher could share
jokes or stories to freshen up class.
The researcher finally had better
preparation before coming to class.
Good preparation is important.
Oct 16
th
Casual talks could build relations and
trust between teacher and
students. Always-
appreciate-student attitude would help
students improve themselves.
Feeling inspired by lecturer-student
casual conversation.
Oct 23
rd
The lecturer really paid attention to
students’ discussion.
I felt grateful from today’s learning
activity because I learned a lot.
Nov 6
th
Sharing personal story to students to
be a real example. The lecturer acted-
out the story telling while teaching in
class. I was excited
because the lecturer could say
and do. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Cognition Behavior
Affect
Nov 20
th
The lecturer was still excited in
teaching even though he had a
very busy and tiring day.
The lecturer was really a
professional. Despite of his
activities, he still gave the best for
his students. He began the class
with a different greeting “good
morning” The lecturer explained
that even though it was afternoon, we
still had to have morning spirit,
which meant we had to be so
soulful and cheerful.
B. DISCUSSION
The English Language Education Study Program prepares its students to become excellent teacher candidates by providing learning program to complete
four competences: professional, pedagogical, social, and personality competence. As has been stated in chapter one, a part of pedagogical competence, which is
practicing teaching, has a small portion in ELESP courses by having only two courses for teaching practice. Therefore, observing teaching dynamics in a class
throughout one semester has lead the researcher – as a preservice teacher as well –
gaining lots of knowledge which will equip the preservice teacher with pedagogical knowledge Borko Putnam, 2000.
Before a class is started, a curriculum is designed to meet specific purposes. In this research, the lecturer designed a curriculum for his General Listening class.
The General Listening class was aimed to let adult students in elementary level be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
able to listen and follow an English listening passage in general context. The curriculum was designed based on Backward Design Principle Wiggins
McTighe, 2001. According to Wiggins McTighe, there are three steps in designing curriculum backward: goals, assessments, and learning materials and
strategies. The lecturer had designed three learning goals to be accomplished in
General Listening class. The first goal was, “to equip students with skills to learn
independently, therefore, language is taught by integrated mechanism”. Integrated
mechanism here means that even though there are some methods applied in the class, but each of the method is connected to each other. Surprisingly, students did
not know what were the learning goals of the class. However, based on the FGD results, students’ statements could confirm that this goal was accomplished. Student
E explained that he would learn outside the class if he could not follow the learning in the class in order to fulfill his curiosity. Similarly, student F stated that he was
stimulated to learn the materials further, and he became more curious outside the class. The curiosity to learn was also experienced by student K.
The second goal of the cl ass was “to put the learning in an integrated way,
or to situate learning English in a more integrated fashion which is out of past belief.” He explained that students must feel relaxed and enjoyed before starting a
learning process so they could maximize their capability in learning. Therefore, the class was started with small casual talks between the lecturer and the students. It
showed that the class was started in an easy-going situation. This situation could help students to have a relaxed mood so they could enjoy the learning process.
Similar with it, one of the students – called M – stated in the FGD session that he
enjoyed the method because it was serious but still relaxed not intense. He also said that he felt happy, enjoy, relaxed, and not intense during the learning activities
in the class. Other student, called N, also stated that he felt happy, relaxed, excited, and enthusiast when he learned in the class. He said that the learning process was
relaxed but the students could still grasp the meaning of what they learned in class. Another activity which had help students to have new experience in learning
English was the opening activity. As the opening activity, it could be reading activity or vocabulary discussion. This activity helped students to have prior
knowledge about what they would watch or listen later. According to the lecturer’s
comment on the observation sheet, he wrote, “you will only get enough attention when you focus on meaningfulness.
” Therefore, prior knowledge activity was important for students to achieve the meaningfulness of learning process.
Furthermore, the vocabulary discussion was not only about the meaning, but also about the spelling and pronunciation. Even though it was a listening class, it is
important for students to learn other English skills. Some activities to practice spelling and pronunciation would help them to improve writing and speaking skills.
When the researcher confirmed this activity, the lecturer wrote in the comment part of the observation sheet that he was very keen on an integrated language learning;
also called content-based. It was the reason why he included spelling and pronunciation learning in his listening class.
The third learning goal of this class was, “creating a community of learners where high-expectation attitude is sustained and maintained.
” Some students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
